Identifying students' mental models of sound propagation: The role of conceptual blending in understanding conceptual change

Physical Review Special Topics - Physics Education Research

Volumn 6, Issue 2, 2010, Pages

  Hrepic, Zdeslav ^a   Zollman, Dean A ^b   Rebello, N Sanjay ^b  

^a Columbus State University   (United States)

^b KANSAS STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 78649367837     PISSN: 15549178     EISSN: 15549178     Source Type: Journal    
DOI: 10.1103/PhysRevSTPER.6.020114     Document Type: Article

References (56)

1. R. E. Mayer, Understanding conceptual change, in Reconsid-4 ering Conceptual Change: Issues in Theory and Practice, edited by M. Limon and L. Mason Kluwer Academic Publishers, Dordrecht, Netherlands, 2002, pp. 101-111.
2. J. D. Gobert and B. C. Buckley, Introduction to model-based teaching and learning in science education, Int. J. Sci. Educ. 22, 891 2000.
3. G. Van der Veer, Mental models of incidental human-machine7 interaction. www 2000 October 15, 2001 cited 2002 Jun, 10; Available from: http://www.cs.vu.nl/~gerrit/mmi9910-report1.doc
4. I. M. Greca and M. A. Moreira, Mental, physical, and mathematical models in the teaching and learning of physics, Sci. Educ. 86, 106 2002.
5. E. F. Redish, The implications of cognitive studies for teaching physics, Am. J. Phys. 62, 796 1994.
6. A. A. disessa, Towards an epistemology of physics, Cogn. Instruct. 10,105 1993.
7. A. A. Disessa, What do "just plain folk" know about physics?, in Handbook of Education and Human Development: New Models of Learning, Teaching, and Schooling, edited by D. R. Olson and N. Torrance Blackwell Publishers, Ltd., Oxford, 1996.
8. D. Hammer, More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research, Am. J. Phys. 64, 1316 1996.
9. D. Hammer, Student resources for learning introductory physics. American Journal of Physics, Physics Education Research Supplement 68, S52 2000.
10. S. Vosniadou, Capturing and modeling the process of conceptual change, Learn. Instr. 4, 45 1994.
11. A. A. disessa, Why "conceptual ecology" is a good idea, in Reconsidering Conceptual change: Issues in Theory and Practice, edited by M. Limon and L. Mason Kluwer Academic Publishers, Dordrecht, Netherlands, 2002, pp. 29-60.
12. A. A. disessa private communication.
13. M. J. Merino, Some difficulties in teaching the properties of sounds, Phys. Educ. 33, 101 1998.
14. M. J. Merino, Complexity of pitch and timbre concepts, Phys. Educ. 33, 105 1998.
15. M. C. Wittmann, The object coordination class applied to wave pulses: Analysing student reasoning in wave physics, Int. J. Sci. Educ. 24, 97 2001.
16. M. C. Wittmann, R. N. Steinberg, and E. F. Redish, Making sense of how students make sense of mechanical waves, Phys. Teach. 37, 15 1999.
17. M. C. Wittmann, Making sense of how students come to an understanding of physics: An example from mechanical waves, in Physics University of Maryland, College Park, MD, 1998.
18. L. Maurines, Spontaneous reasoning on the propagation of sound, in Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, edited by J. Novak Cornell University, Ithaca, New York, 1993.
19. L. Maurines, Spontaneous reasoning on the propagation of vis-ible mechanical signals, Int. J. Sci. Educ. 14, 279 1992.
20. C. J. Linder, University physics students' conceptualizations of factors affecting the speed of sound propagation, Int. J. Sci. Educ. 15, 655 1993.
21. C. J. Linder, Understanding sound: so what is the problem? Phys. Educ. 27, 258 1992.
22. C. J. Linder and G. L. Erickson, A study of tertiary physics students' conceptualizations of sound, Int. J. Sci. Educ. 11, 491 1989.
23. C. J. Linder, Tertiary physics: a case study in students' conceptions of sound, in Proceedings of the Second International Seminar: "Misconceptions and Educational Strategies in Science and Mathematics, edited by J. Novak Cornell University, Ithaca, NY, 1987, p. 322-334.
24. Z. Hrepic, Učenicke koncepcije u razumijevanju zvuka Students' conceptions in understanding of sound, in Physics and Polytechnic University of Split, Split, Croatia, 1998, p. 154.
25. C. R. Barman, N. S. Barman, and J. A. Miller, Two teaching methods and students' understanding of sound, Sch. Sci. Math. 96, 63 1996.
26. Z. Hrepic, D. Zollman, and S. Rebello, Identifying students' models of sound propagation, in Proceedings of 2002 Physics Education Research Conference, edited by S. Franklin, J. Marx, and K. Cummings PERC Publishing, Boise, Idaho, 2002.
27. M. C. Wittmann, R. N. Steinberg, and E. F. Redish, Under-standing and affecting student reasoning about sound, Int. J. Sci. Educ. 25, 991 2003.
28. H. Schecker and J. Gerdes, Messung von Konzeptualisierungs- fähigkeit in der Mechanik. Zur Aussagekraft des Force Concept Inventory, Zeitschrift für Didaktik der Naturwissen- schaften 5, 75 1999.
29. L. Bao and E. F. Redish, Model analysis: Representing and assessing the dynamics of student learning, Phys. Rev. ST Phys. Educ. Res. 2, 010103 2006.
30. K. S. Taber, Multiple frameworks? Evidence of manifold con-ceptions in individual cognitive structure, Int. J. Sci. Educ. 22, 399 2000.
31. L. Bao, Dynamics of student modeling: A theory, algorithms, and application to quantum mechanics, in Physics University of Maryland, College Park, MD, 1999.
32. P. G. Hewitt, Conceptual Physics, 8th ed. Addison-Wesley, Reading, MA, 1998, pp. 321-366.
33. Z. Hrepic, D. Zollman, and S. Rebello, Comparing students' and experts' understanding of the content of a lecture, J. Sci. Educ. Technol. 16, 213 2007.
34. F. Marton, Phenomenography: Describing conceptions of the world around us, Instr. Sci. 10, 177 1981.
35. F. Marton, Phenomenography: A research approach to investigating different understandings of reality, Journal of Thought 21, 28 1986.
36. D. Clerk and M. Rutherford, Language as a confounding variable in the diagnosis of misconceptions, Int. J. Sci. Educ. 22, 703 2000.
37. D. Halliday, R. Resnick, and J. Walker, Fundamentals of Physics, 5th ed. John Wiley and Sons, Inc, New York, 1997.
38. M. Reiner et al., Naive physics reasoning: A commitment to substance-based conceptions, Cogn. Instruct. 18, 1 2000.
39. T. B. Ward, S. M. Smith, and J. Vaid, Conceptual Structures and Processes in Creative Thought, in Creative Thought: An Investigation of Conceptual Structures and Processes, edited by T. B. Ward, S. M. Smith, and J. Vaid American Psycho-logical Association APA, Washington, DC 2001, p. 1-27.
40. G. Fauconnier and M. Turner, The Way We Think: Conceptual Blending and the Mind's Hidden Complexities BasicBooks, New York, NY, 2002.
41. Z. Hrepic, D. Zollman, and S. Rebello, Eliciting and Repre-senting Hybrid Mental Models, in Proceedings of Annual Meeting of the National Association for Research in Science Teaching, 2005, Dallas, TX.
42. Z. Hrepic, Development of a real-time assessment of students' mental models of sound propagation, in College of Education Kansas State University, Manhattan, KS, 2004, p. 312.
43. Z. Hrepic, Identifying students' mental models of sound propa-gation, in Physics Kansas State University, Manhattan, KS, 2002, p. 231.
44. I. Galili, S. Bendall, and F. M. Goldberg, The effects of prior knowledge and instruction on understanding image formation, J. Res. Sci. Teach. 30, 271 1993.
45. T. Stoddart, Astronomy: Eliciting Student Ideas. 1995, Video material produced by Harvard-Smithsonian Center for Astrophysics.
46. D. T. Brookes and E. Etkina, Using conceptual metaphor and functional grammar to explore how language used in physics affects student learning, Phys. Rev. ST Phys. Educ. Res. 3, 010105 2007.
47. N. S. Podolefsky and N. D. Finkelstein, Analogical scaffolding and the learning of abstract ideas in physics: An example from electromagnetic waves, Phys. Rev. ST Phys. Educ. Res. 3, 010109 2007.
48. N. S. Podolefsky and N. D. Finkelstein, Use of analogy in learning physics: The role of representations, Phys. Rev. ST Phys. Educ. Res. 2, 020101 2006.
49. P. Johnson-Laird and R. Byrne, Mental Models Website: A gentle introduction. 2002 Dec 18, 2000 cited 2008 Jun, 10; Available from: http://www.tcd.ie/Psychology/Ruth_Byrne/mental_models/theory.html
50. J. P. Smith and A. A. diSessa, Misconceptions reconceived: A constructivist analysis of knowledge in transition, J. Learn. Sci. 3, 115 1993.
51. H. Eshach and J. L. Schwartz, Sound Stuff? Naive materialism in middle-school students' conceptionsof sound, Int. J. Sci. Educ. 28, 733 2006.
52. D. A. Norman, Some observations on mental models, in Mental Models, edited by D. A. Gentner and A. L. Stevens Lawrence Erlbaum, Hillsdale, NJ, 1983.
53. S. F. Itza-Ortiz, S. Rebello, and D. A. Zollman, Students' models of Newton's second law in mechanics and electromagnetism, Eur. J. Phys. 25,81 2004.
54. V. K. Otero, The Process of Learning About Static Electricity and the role Of the Computer Simulator University of California, San Diego, CA, 2001.
55. P. G. Hewitt, Conceptual Physics, 9th ed. Addison Wesley, Reading, MA, 2002.
56. J. W. Creswell, Qualitative Inquiry and Research Design: Choosing among five traditions SAGE Publications, Inc., Thousand Oaks, CA, 1998.